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1、 牛津高中英语教学设计单元：Unit 2 Growing Pains板块：Welcome to the unitThoughts on the design:本节课教学是以引发学生兴趣为基础，为导入Reading的主题积累充足的背景知识和信息为手段，以调动学生主观能动性和激发学生发散思维为目的，以说、听、讨论为主的导入课。（此句不通）由于是单元的第一课时，所以要兼顾输入的“层次性”和“合理性”。“层次性”是指导入过程循序渐进，内容由浅入深，然后要求学生有一定的反馈输出，给予适当的提示，以防止出现无言以对的冷场。“合理性”是指在整个过程中，除了发挥学生的主观参与以外，要在学生能力范围内加以实践，
2、并使学生在激发兴趣、接受知识、交流思想的同时，升华学生对人生的领悟和正确认识。Teaching aims:First students will be shown several pictures and video about growing pains to activate their echo to the growing pains, that could activate the students interest in the topic；After they answer several questions, they will be asked to find out the
3、 reasons of growing pains. Through this, the students will be able to strengthen their abilities to find and solve problems；Given some key words and phrases, students are required to imagine a situation according to four pictures, and then the students can improve their spoken language and imaginati
4、on；After a series of questions about their parents, the students will be able to analyze problems and think of questions in new ways. Also, this will contribute to their emotional experiences；Through listening, the students can practice their listening ability and help them get a high level of under
5、standing growing pains. Teaching procedures:Step 1 Lead-in1. Show pictures of growing pains and lead in:Pictures about what often happens in the growth of teenagers2. Play a short video clip to arouse the students echo to growing pains and activate their interest.说明：对应的PPT从第一页到第五页。首先用英文介绍一下几张图片（PPT3
6、），引导学生说出“growing pains”的主题(PPT4)，然后用一个“home alone”的电影剪辑(PPT 5点击按钮来调动学生对主题的兴趣，从而得到学生对他们自己成长时的烦恼的一个共鸣，进而为下一步的讨论作了铺垫，也是为第二课时的reading作个铺垫。Step 2 DiscussionGive students three questions related to the video clip to organize them to discuss the subtopics to further main topic. (ask several students to giv
7、e a feedback) 1. Do your parents sometimes interfere in your life and make decisions for you? And How?2. Will you talk to your parents when you have a problem?3. Do your parents trust you? And then show the possible growing pains to better students understanding of growing pains, and then ask studen
8、ts to find out main reasons of growing pains.Why do these happen more often than not?Generation gap means there are great differences between the younger generations and the elders. It occurs when older and younger people do not understand each other because of their different experiences, opinions,
9、 habits and behavior. Especially as one gets older, she or he isnt always understood by the elders, because of what she or he does, says or wears. So she or he will often have trouble or pains during their growth.说明：设计PPT从6-8。通过上面的电影剪辑，学生会发现父母与孩子之间存在的误解，进而产生一些烦恼，通过学生的讨论(PPT 6)把这些烦恼结合自身体验简单罗列，然后教师给出主
10、要的“growing pains”，通过一个图表形式展现（PPT 7）。然后，让学生分析这些现象所产生的原因，引导其得出“代沟”的答案，然后对代沟进行简单解释，并分析产生的条件，使学生对问题产生的原因有个初步概念，也是为后面如何解决代沟问题作个伏笔。Step 3 Situational Imagination1. According to the 4 pictures in the textbook, students are required to create a situation to describe growing pains. Besides, the teacher will
11、give some key words and phrases on the black board. (This is a group work, so the students are divided into 4 groups to compete for a prize.)Pac 1 last Sunday, Li Lei, turn up, shout at, angry, embarrassed, at a loss, confusedPac 2 Wendy, not later than 6 oclock, late, 7 oclock, explain, not trust,
12、depressedPac 3 Lisa, ask for signature(签名), a waste of time, regretful, angry, interestPac 4 Tom, play computer games, upset and angry, a rest, a time limit, control oneself2Then the teacher could give a sample answer on the computer screen to help them.说明：对应的PPT从9-10。从上面了解了“growing pains”的主要原因后，进而对
13、“growing pains”的出现情况通过课文的图片进行情景创作，通过这个过程培养学生的想象力和提高学生的口语表达能力，也是对刚才第二步骤的一个加深过程，让学生学会如何表达自己的烦恼。在黑板上要把上面的提示词写上，配合屏幕来做这个“group work.”。一共四个小组，每组抽签决定一张图片，进行创作，对创作较好的给予奖励。Step 4 Further DiscussionAsk the students to further discuss the question: Do you think there is a generation gap between you and your p
14、arents? If so, what is the bestway to solve the problem?说明：对应的PPT从11-17。在进行了上面的活动后，学生对自己的growing pains 进行了描述，那么就要想办法解决问题，所以在这个步骤中讨论如何解决上文中提到的根本原因“代沟”，引导学生讨论PPT12-16。引导学生从父母亲的角度去思考，如何“NARROW THE GAP”。请几个小组反馈一下，再用PPT17给出一个可行的方式，更好地帮助学生解决问题。Step 5 ListeningGrowing up can be d_. There may often be m_ an
15、d p_ between a_ and children. And this fact is the so called g_ g_. It is estimated that 75 percent of parents often complain about their childrens unreasonable behaviors. On the other hand, the children usually think their parents are too o_.Why are there so many misunderstandings between parents a
16、nd children? In my opinion, the reasons can be listed as follows. First of all, the two generations, having grown up at different t_, have different l _ and d_, and that is why the d_ often arise between them.Secondly, having little in c_ to talk about, they are not willing to sit face to face. Last
